Visual Arts and After SchoolArt Education Methods and Field Experience and Grades K-12 (ART 3080) provides opportunities for students to learn about methods, procedures and the integration of art into K-12 classrooms. Through the service learning

component, students had a hands-on experience to apply what they learn about lesson planning and development to the realities of a classroom situation. Students collaboratively planned an edTPA art unit, consisting of 3 lessons at the afterschool program at the Pembroke Housing Authority. After teaching the unit the students reflected upon and analyzed their experience teaching, thereby learning reflective practices and developing strategies for teaching and learning that they can apply directly to their student internship and, eventually, to their own classrooms. This

experience allowed students to make connections between theories and practice by giving them a real-life teaching experience outside the confines of a textbook or the university classroom context.

Lesson Sea Creature Sculptures

Central Focus: Students will understand that they can combine a variety of materials,

processes, and skill to create a three dimensional sculpture.

North Carolina Essential Standards

3.V.4- Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space and value.

3.CX.1.5- Use local, natural, or recycled resources to create art.

3.CR.1.2 Evaluate the compositional and expressive qualities of personal works of art.

Lesson Objectives and Demands

Content Objectives: Day 1: Students will learn about the three dimensional qualities of a sculpture and that they can use papier-mâché to

create three dimensional form.

Day 2: Students will learn that they can create the shapes of their sea creatures appendages and that the

appendages can be attached to the body of their three dimensional sculpture with tape.

Day 3: Student will learn that they can mix a variety of colors and hues and create patterns and textures in the

painting of their three dimensional sea creatures.

Language Objectives: Students will be able to describe the methods, processes, forms, and structures of their three dimensional

sculptures.

Key Vocabulary in Lesson: Sculpture, papier-mâché, three-dimensional, sculpture in the round, shapes, appendages, texture, pattern , value,

hue

Key Artwork in Lesson: Damien Hirst and Will Kurtz

Materials

Balloons, papier-mâché, newspaper, cardboard, paper towel rolls, tape, tempera paint, brushes, water containers, glue, collage materials (bottle tops,

patterned and textured materials)

Lesson Considerations

Prior Academic Learning and Prerequisite

Skills:

These third and fourth graders take art at school, yet we are unsure of their prior experience with creating three-

dimensional sculptures out of recycled materials. At this phase of development third and fourth graders are in the

midst of Piaget’s concrete operations phase of development. As such, they are beginning to be able to make more

concrete predictions and think abstractly. They are starting to recognize multiple perspectives but are still more

comfortable with concrete thinking and real-life situations. They are therefore ready to create artwork that is

representational.

Instructional Strategies & Learning Tasks

Instructional Strategies & Learning Tasks

Lesson 1 1. How are you going to open up the lesson to spark their interests?

-What is your favorite sea animal?-Does this balloon remind you of anything under the sea?2. How are you going to build their interest and expand understanding of the topic? -In a PowerPoint Presentation, show pictures of a variety of sea creatures-(what do you notice about these fish?)- (What shapes to you see?)-Show students samples of papier mâché sculptures-Show Damien Hirst and Will Kurtz sculptures -(what do you notice about these sculptures?)-Introduce students to concept of three dimensional sculpture3. What will you teaching them about the materials? How will you model or demonstrate skills or strategies to your students. -Have you ever used papier-mâché?-Demonstrate steps for papier-mâché on a small balloon

Independent Practice/Application:

Students will independently papier-mâché their balloons and teachers

will circulate the room helping and coaching students.

Closure:

Ask students what sea creature they are planning on making and

review concept of a three dimensional sculpture.

Strategies & Learning Tasks

Lesson 2

Instructional Strategies: 1.How are you going to open up the lesson to spark their interests? -Revisit different kinds of sea creatures and asking students what they notice. 1.How are you going to build their interest and expand understanding of

the topic? -Go over anatomy of their sea creatures1.What will you teaching them about the materials? -Show students how to cut and attach cardboard fins, tales, appendages, etc.…

Independent Practice/Application:

Students will cut and tape fins, tails, appendages, etc. and teachers will

circulate the classroom coaching and mentoring students.

Closure:

What were your biggest challenges today?

Instructional Strategies & Learning Tasks

Day 3Instructional Strategies: 1.How are you going to open up the lesson to spark their interests? -Revisit power point of sea creatures and focus on color, texture and pattern-What colors are the sea creatures?-What patterns do you notice?-What textures do you notice?1.How are you going to build their interest and expand understanding of the

topic? -What are some ideas that you have about the colors you want your sea creatures to be?-What textures and patterns will you use for your sea creature?1.What will you teaching them about the materials? -Go over how to mix various colors for their sea creatures. -Teach students the routines of painting.

Independent Practice/Application:

-Students will paint their sea creatures and teachers will circulate the room

and provide help and comment on their artwork.

Closure:

The students will be introduced to the idea of a critique. In a class critique,

students will describe the process of making a 3-dimensional sculpture of a

sea creature and respond to the following questions:

-What is the most successful part of your sculpture?

-What was the most challenging part in creating your sculpture?

-Describe a success in someone else’s work?

-What is a question that you have about someone else’s work?

Assessment

Evidence and Formative Assessment of Student Learning:

Assessment Strategy #1:

-Circulate the classroom and talk to each

student about their sculptures and see if

they able to describe the concept of

three dimensional forms, shape, pattern

and texture in their sculptures.

Alignment with Objectives:

Content Objective 1-3

Language Objective 1

Evidence of Student Understanding:

Student will show in their artwork that

they have mastered the concepts of three

dimensional form, pattern, and texture in

their sculpture and be able to describe

how and where they applied them.

Student Feedback:

I will provide specific and motivating

feedback as I circulate the room and

encourage students to provide each other

with feedback in the class critique.

Assessment Strategy #2:

-At the end of the class I will have

students fill out attached self-evaluation

exit slip.

Alignment with Objectives:

Language Objective 1

Evidence of Student Understanding:

Students will describe the problems that

arose in relationship to construction and

painting their sculptures.

Student Feedback:

I will read over student’s exit slips and in

the next class I will address the students

stated problems and solutions that they

came up with in the motivation.

Supporting Visual Arts Development through Language

Identified Language

Demands

Planned Language Activities/Supports

Functions Describe At the end of this unit the students

will participate in a class critique,

where they will describe the process

of creating their sculpture

Vocabulary Sculpture, papier-mâché,

three-dimensional,

sculpture in the round,

shapes, appendages,

texture, pattern, value

Students will be introduced to these

concepts in whole group instruction.

When the teacher is circulating the

classroom she will reinforce concepts

and vocabulary when describing the

students work. Also, in the class

critique the students will be required

to use the vocabulary when

describing their work and the process

of creating these sculptures. Teacher

will also place these vocabulary words

on a word wall in the classroom.

Discourse 3-dimensional sculpture

of a sea creature

Critique

At the end of this unit students will

create a sculpture of a 3-dimensional

sea creature

Students will be introduced to the

concept of critique and at the end of

the unit a critique will be conducted.

Syntax the process of creating a

3-dimensional sculpture

The student will engage in the

following steps in the creation of their

sculptures of a sea creature:

1.Create armature with a balloon papier-mâché

2.Attached appendages3.Paint sculptures

Accommodations and Modifications

How might I differentiate

instruction for the range of

learners

I will model how to papier-mâché, attached

appendages and paint sculptures. I will

circulate the classroom and provide

encouragement and extra assistance to anyone

who needs extra help.

Extensions and

enrichment

Students will continue to explore concepts of

creating 3-dimensional sculpture in a different

material (i.e. clay).

Summative Assessment Plan

Students will participate in a class

critique where they will respond to the

following questions:

-Describe how you used shape, form,

pattern and texture in your sculpture.

-What is the most successful part of

your sculpture?

-What was the most challenging part in

creating your sculpture?

-Describe a success in someone else’s

work?

-What is a question that you have

about someone else’s work?

Alignment with

Standards

3.V.4- Understand

characteristics of

the Elements of

Art, including

lines, shapes,

colors, textures,

form, space and

value.

Alignment

with

Objectives

Content

Objective 1-3

Language

Objective1